curriculumforwales.gov.walesEducation Wales | Our national mission: high standards and aspirations for all

Cymraeg Blog Education Wales Our national mission: high standards and aspirations for all Equity and inclusion in the Curriculum for Wales May 13, 2024 General Leave a reply Darllenwch y dudalen hon yn Gymraeg With the introduction of the Curriculum for Wales, schools and other educational settings across Wales are designing, using and refining their curriculum to ensure all children and young people are supported to reach their full potential. Following National Network events held across Wales, case studies are now available on Hwb with schools showing how their curriculum is supporting equity, helping children progress in their learning and fulfil their potential. The events gave practitioners an opportunity to share their experiences and gain valuable insights into approaches others are taking to ensure their curriculum supports equity and inclusion for all. The case studies include information about approaches to additional learning provision, becoming a trauma informed school, overcoming economic disadvantage and more. A directory of organisations from the events that can support schools and settings with equity and inclusion is also available on Hwb. The case studies Crownbridge Special School, Torfaen – person-centred planning for pupils with a range of complex and multiple additional learning needs. Fitzalan High School, Cardiff – ensuring inclusivity in a school where approximately 75% of learners have English as an additional language. Lewis School Pengam, Caerphilly – promoting citizenship, equity and inclusion within the curriculum. Malpas Court Primary School, Newport – a school with a speech and language base and where 44% of learners have additional learning needs Monkton Primary School, Pembroke – creating a curriculum focussing on community a sense of ‘cynefin’. Moorland Primary School, Splott, Cardiff – Inquiry-based learning Victoria Gems, Jewels and Treasures Nursery, at Victoria County Primary school, Wrexham – developing a nursery setting curriculum that promotes equity and inclusion Ysgol Bro Pedr, Lampeter, Ceredigion , (one of the first 3 to 19 schools in Wales) – developing an inclusive curriculum at an all-through school. Ysgol Gynradd, Llandeilo, Carmarthenshire – overcoming economic disadvantage. Ysgol Maes Derw PRU, Swansea – Curriculum for Wales at a PRU Ysgol Plas Cefndy PRU Denbighshire – developing a curriculum that promotes equity and inclusion. Ysgol Santes Dwynwen, Newborough, Anglesey (Welsh-medium primary school) – a trauma informed school St Christopher’s school, Wrexham – supporting all learners to develop their skills in environments outside of the classroom. Welsh Immersion, Cardiff – provision to facilitate pupils wishing to transfer to Welsh medium education. For more networking and information around equity and inclusion and the Curriculum for Wales, log in to Hwb and join the network (search Hwb networks for ‘Equity and Inclusion Tegwch a Chynwysoldeb’). By registering on the National Network platform you can get the latest information about in-person and online conversations as well as access to materials related to National Network conversations. Sully Primary School – a whole school approach to International Languages. The journey so far… May 7, 2024 General Leave a reply Darllenwch y dudalen hon yn Gymraeg By integrating cultural experiences into their new curriculum, Sully Primary School are inspiring pupils to find out more about the world around them and discover a love for languages. With a diverse pupil population, the school has created an environment where language is a dynamic force for celebration, identity, and connection. Parents and cultural institutions are invited into the school to share their personal experiences, knowledge and language skills. Through exposure to Welsh, Spanish, Mandarin, French, and Italian, a multi-language approach has been developed. A new curriculum The school developed a clear aim and vision of what they wanted from the new curriculum and how to achieve it. Their vision was for pupils to receive an engaging language education, one that developed their curiosity of the world around them, not just being the passive recipients of language teaching. Their curriculum has been designed to ensure International Languages are firmly positioned to connect with the other areas of learning and experience, with the four purposes as its cornerstones. Putting theory into practice They wanted recognition of their curriculum journey and aimed to become an International School with accreditation from the British Council. This itself gave a framework to plan within. At the beginning of their journey, they were lucky to have a member of staff who was passionate about international studies and languages. With the backing of the senior leadership team, this person acted as a driver for change. Initially some staff were a little reluctant to give a full buy-in to this planned approach but time, strong guidance and obvious pupil interest gradually resulted in all staff being fully on board. In the beginning, action plans were shared with stakeholders to gain and buy-in and support from all members of staff and also with the shared understanding of families and the governing body. They quickly developed strong links with the Italian Embassy, The Confucius Institute and The British Council who have all been immensely supportive in helping Sully Primary School become an International School. At the heart of their curriculum lies the translanguaging approach. Pupils are encouraged to explore linguistic connections and patterns through exposure to Welsh, Spanish, Mandarin, French, and Italian at different stages throughout their education. These languages were chosen after discussions with their secondary school MFL teachers, who advised to stay away from delivering on one language and instead encouraged us to develop a multi-language approach to foster a love of and a curiosity for languages. Professional learning It was very important to ensure staff were fully on board and confident enough with their own language skills and cultural knowledge. Funding from the British Council enabled staff to travel to countries including Spain, Italy and China. Cultural visits across the globe assisted in creating a greater independent approach towards professional development with staff seeking to increase their own language skills. A few members of staff requested refresher training in Welsh language. Another enrolled on a night school course with her husband to learn Italian and a few others started competing with each other using Duolingo. Skills of the existing workforce were developed along with relationships with outside agencies who could bring expertise into the school, benefitting both children and staff. There are now members of staff who are comfortable in delivering basic Spanish, French and Italian sessions and peripatetic Italian and Chinese language teachers are used to deliver weekly language lessons across the school. Language as a tool for connection and knowledge Recognising the relationship between language and culture, cultural experiences are actively integrated into language education. ‘International Languages Week,’ enables pupils to immerse themselves in the exploration of a specific country, delving into its culture, language, and religion. These weeks provide a platform for inviting parents into the school to share their personal backgrounds, cultural knowledge, and language skills. Embraced by the wider school community, these weeks culminate in a celebratory display, allowing children to showcase their newly acquired skills and knowledge to a wide audience. Last year the school was selected to work with the British Council for the Cerdd Iaith project with pupils learning songs in a range of different languages. They worked with the writer and composer, Tim Riley, and the Welsh actor and singer Lily Beau. The positive impact of this project on pupils was clear. The...